Netherlands

In the first week of the semester, students are confronted with the contrasts between the “European” approach to healthcare and public health and that of the United States (before and since the reforms of 2010). This comparative approach sets the stage for identifying what is common in European approaches to healthcare and the broader promotion of health. This sets the stage for the subsequent analyses of differences among European health systems (Health Systems Module) and for understanding broader European health strategies and the EU Health Strategy itself (Health Strategies Module). Additionally, students are stimulated to consider the complexity of change processes for health. The aim of the first module is to explore the harmonization of health systems and the impact of health care reforms in Europe with special attention given to health systems in transition and second, to analyze the European challenges of cross-border care and patient mobility given by the execution of the sanction of the European Union of the free movement of goods, individuals, services, capital and payments in terms of health. Students are introduced to the European institutions and the legal basis for the EU taking up health issues. This module focuses much more on national health systems and national health systems within the context of European policy and practice. The module introduces a system approach to health in Europe. It focuses on the European differences paying special attention to Eastern European countries with health systems in transition–a special focus is on Poland. Special attention is given to theory on the organization of health services, basic health economics, and the financing of health systems in order to enhance the ability to analyze health systems in a European perspective. Cross-border care is included as an emerging field of interest from patient's points of view as well as from decision maker's point of view. The module provides the students an opportunity to analyze regional cross-border projects in order to create awareness of these challenges facing Europe now and in the near future. Organizational theory as well as theory on networking are presented as tools to analyze cross-border care and health systems in transition. Health care systems can be positioned in different domains of society, namely as systems that contribute to the dynamics of the state and the market or to the dynamics of daily life and social participation of citizens. So constructed, each system offers its own internal dynamics with distinct functions and operations which might be at conflict with the functions and operations being distinct for related systems. The interconnection of this system interplay is addressed, showing how various systems claim they operate in the interest of the citizen, yet displaying differential effects on autonomy, choice and good life of citizens. Thus, the notion of transition (or related concepts such as progress and innovation) can be identified as a social arena, in which different notions of justice and injustice in public health practices are emerging, struggling and conflicting with each other. In the Skills Training module, students are trained in bargaining and negotiating skills, and they are introduced to writing their first drafts of a curriculum vitae and a cover letter. In workshops, students learn the basics of distributive bargaining and integrative negotiation. In the six workshops students are offered practical experiences and theoretical information about the most important components involved in a negotiation process. The examples and practical exercises are based on public health professional context. In this course, one plenary lecture and six workshops around the skill of negotiation are offered. The module covers such topics as: the interdependence between the negotiators, the possibilities to claim value but also to create value for all parties involved, strategies and tactics of distributive negotiation (often distributed negotiation is also called bargaining) as well as integrative negotiation, planning and chairing negotiations, negotiating in situations in which multiple parties are involved, parties which could have a very different cultural background.

This course offers an overview of different theories related to economics and justice to analyze issues such as the trade-off between equity and efficiency. The course discusses questions including: How do these theories operationalize equity? How do they deal with the trade-off between equity and efficiency? And how can they be incorporated in economic models? The course focuses in particular on Dworkin’s theory of equality of resources and Roemer’s theory of equality of opportunity. Dworkin’s theory makes use of devices such as auctions and hypothetical insurance markets that economists are very familiar with. Roemer has shown that his theory can be formulated in terms that can be tested empirically in different domains (e.g. income, education, health care). The course consists of lectures and working groups.

Problem-Based Learning (PBL) is a unique feature of the education provided at Maastricht. This educational system focuses on guiding students to become independent and enterprising problem-solvers. To achieve this goal, teaching must extend beyond the traditional individual studying and attending lectures. Students work in small groups on concrete problems from the field. As a team, they analyze problems, attempt to understand the underlying theories, and learn to apply knowledge to recognizable, realistic situations. To perform well in this educational system, it is vital for students to have knowledge of the background and central elements of this system. During this course, students learn and practice the skills needed to be successful in tutorial group meetings. First-year students familiarize themselves with Problem-Based Learning and communication skills essential for learning in groups. One session will be completely devoted to teambuilding.

Corresponding practicals for Skills I are: Introduction UM Systems and Library Introduction.

This course provides a comprehensive introduction to the law and practice of international dispute settlement. The course begins with an introduction to the obligation to settle international disputes peacefully and an overview of the fundamental principles of dispute settlement. The course then explores the non-judicial means of dispute settlement: negotiation, mediation, good offices, inquiry, and conciliation. Thereafter, the course focuses on the judicial settlement of disputes by international courts and tribunals, in particular the International Court of Justice, the United Nations Convention on the Law of the Sea dispute settlement mechanisms, the dispute settlement procedures and mechanisms of the World Trade Organization, and arbitral tribunals in both inter-State and investor-State disputes. The course concludes by addressing select issues related to international dispute settlement, namely provisional measures, landmark cases (such as the South China Sea arbitration), and contemporary issues such as compliance with judicial and arbitral decisions, and the politics of international investment law. Throughout the course, not only the “law,” but also the “politics” of dispute settlement are addressed.

This course is a focused study of the European luxury industry with an emphasis on current and developing trends and issues. Topics covered include business strategy, marketing, retailing, management, branding, and public relations of luxury companies in the fashion, food and beverage, and automobile sectors.  Through readings, analyzing current case studies of real-life companies, discussions, viewing media, luxury retail professional visits in Maastricht, and a possible field trip, students examine how the luxury industry maintains its aspirational image with consumers even as it sells entry-level products such as sunglasses and accessories to a mainstream audience.